Herb Rubenstein Consulting

LEADERSHIP COURSES BY Herb Rubenstein Consulting

LEADERSHIP COURSES BY Herb Rubenstein Consulting

Developed by Herb Rubenstein
President and Founder, Herb Rubenstein Consulting

Leadership Development Course:

Course Background Information:

The course module in Leadership will give the students precise information on each of the currently popular leadership theories as well as the broad range of leadership approaches.

There are currently ten well developed theories of leadership. They are:

The Trait Theory: People with certain physical, mental, personality based and emotional traits are more likely, if not destined, to be leaders.
The Style Approach: Leadership is a function of the style of behavior a person brings to a situation. Typical styles of leadership activity include: Team Management, Authority-Compliance; Country Club Management and Impoverished Management.
The Situational Approach: Leaders must “read” a situation and determine what combination of supportive and directive behaviors is appropriate and may be characterized as delegating (low supportive, low directive); supporting (high supportive and low directing); coaching (high supportive and high directive) and directing (low supportive and high directive). This leadership theory suggests that leaders adapt their styles based on understanding the full content and context of the situation they are in, their role, the goals of the situation and the resources they have to use and direct.
The Contingency Theory: Situations can e characterized in to three factors: leader-member relations; task structure; and position power. Contingency theory shows how the success of certain styles of leadership are contingent on the circumstances in which they are used. Thus, this theory suggests that the situation will have a strong impact on the leader and the appropriate leadership style that will be effective in that situation.
Path-Goal Theory: This is the motivational theory of leadership. This theory suggests that a major goal of leadership is to stimulate performance and satisfaction among those led by the leader. The classic behaviors of the leader under this theory are: 1) identify goals: secure “buy in,” support, enthusiasm, ownership of these goals by subordinates, 2) identify all key obstacles to achieving the goals; 3) assure proper training and resources for subordinates in their effort to achieve goals; 4) organize and direct the actions of the subordinates in their effort to achieve goals; 5) monitor all activity and guide any changes in strategy, resources and actions necessary to achieve goals; 6) achieve the goals; 7) acknowledge and reward subordinates for contributions in the effort to achieve the goals; 8) set new goals and repeat process.
Leader-Member Exchange Theory: Leadership is a function of a relationship where followers give to a leader leadership status and responsibilities and leaders accept that status, perform leadership acts which the followers accept and the relationship between the leader and followers is one of partnership rather than control. Power is equally shared by members with the leader and the leader’s ability and authority to lead is always a function of the support he or she has from the members.
Transformational Leadership: Leadership is a process that changes and transforms individuals and groups. It is a dynamic process which includes assessing the follower’s needs and motives and seeking the input of the followers at each critical stage in the leadership process. Transformation leadership presupposes that the goal of the leader is to promote change and improvement for the betterment and with the assistance of the followers.
Team Leadership: Assumes that all leaders are leaders of teams and the major functions of a leader is 1) to help the group determine which goals and tasks it wants to achieve, 2) help create enabling processes and direct the group so that it achieves the goals and tasks, 3) keep the group supplied with the right resources, training and supplies; 4) set standards for behavior, success and ethics; 4) diagnose and remedy group deficiencies and , 5) forecast impending environmental changes to help steer the group, 6) help maintain and defend the group by organizing it and insuring its proper internal functioning.
Psychodynamic Approach: Leadership requires that the leader understand their own psychological make up and the psychological make of those they lead. Leaders in this theory are those who understand the 1) family of origin impact on a person’s attitude, potential, behaviors and expected responses to leadership; 2) the level of maturity of followers and its impact on their responses to leadership actions; 3) the desire and motivational keys to the subordinates; 4) the meaning and interpretation of language, behavior, symbols and expected understanding of situations by subordinates; 5) the proper balance of dependence and independence appropriate for a given group of followers; 6) the proper psychological relation between the leader and subordinates; and 7) the understanding of the psychodynamic interplay between the leader and subordinates and between and among leaders as well as subordinates. Leaders must be able to incorporate these dimensions in creating their leadership style and activities so they will succeed.
Leaders of Leaders: This theoretical construct states that the job of a leader of followers is completely different from that of a job of a leader of leaders. Leaders of followers are mainly “problem solvers.” Leaders of leaders are “platform setters” who often create the environment for the followers so that they can act as leaders themselves, solve their own “problems,” make excellent decisions consistent with the platform that the leader of leaders sets. In addition, the leaders of leaders concept incorporates the idea that the platform set by the leader of leaders will improve over time as the followers and other leaders will be encouraged to test the platform out in the real world, find deficiencies and report proposed improvements for the platform to the leader of leaders. The major role of the leader of leaders is to create this platform and not to make decisions in particular situations. This job is delegated to the leaders whom the leader of leaders leads.

Leadership Brands

There are currently 77 “brands of leadership.” They are:

Assigned Leadership. Connective Leadership. Balanced Leadership. Muscular Leadership. Toxic Leadership. Fusion Leadership. Complexity Leadership. Character Based Leadership. Emergent Leadership. Directive Leadership. Participative Leadership. Ethical Leadership. Principled Leadership. Team Leadership. Achievement Oriented Leadership. Supportive Leadership. Charismatic Leadership. Wholehearted Leadership. Level 5 Leadership. Authentic Leadership. Leadership Development. Leadership Training. Executive Development. Team Building. Coaching. Situational Leadership. Principle Centered Leadership. Values Centered Leadership. Inclusive Leadership. Servant Leadership. Transactional Leadership. Transformational Leadership. Enlightened Leadership. Leadership at Every Step. Leading Change. Values Based Leadership. Continuous Leadership. Rational Leadership. Visionary Leadership. Strategic Leadership. Virtual Leadership. Integrated Leadership. Institutionalized Leadership. Collaborative Leadership. Appreciative Leadership. Leadership as a Process. Proactive Leadership. Generative Leadership. Revolutionary Leadership. Unnatural Leadership. Empowering Leadership. Leadership by Example. Organizational Leadership. Operational Leadership. Innovative Leadership. Creative Leadership. Synergistic Leadership. Entrepreneurial Leadership. Steward Leadership. Military Leadership. Inspired Leadership. Leaders Building Leaders. Leading Upward. Tomorrow Leader. Quantum Leadership. Alpha Leadership. Lead by Design. Results Based Leadership. Trickle Up Leadership. Leaders to Leaders. Formative Leadership. Distributive Leadership. Integral Leadership. Cross Border Leadership. Invisible Leadership. Social Leadership. Contributory Leadership. Leadership Checklist

There is a well established checklist of 59 leadership behaviors.

Checklist 1: People Management:

1.1 Clearly communicates expectations
1.2 Recognizes, acknowledges and rewards achievement
1.3 Inspires others and serves as a catalyst for others to perform in ways they would not undertake without the leader’s support and direction
1.4 Puts the right people in the right positions at the right time with the right resources and right job description
1.5 Secures alignment on what is the right direction for the organization
1.6 Persuades/Encourages people in the organization to achieve the desired results for the organization
1.7 Makes sure not to burn out people in the organization, looking out for their well being as well as the well being of the organization
1.8 Identifies weak signals that suggest impending conflict and deals with the sources of conflict effectively
1.9 Holds people accountable
1.10 Encourages the human capital development of every person in the organization and allocates sufficient resources to this endeavor
1.11 Correctly evaluates the actual performance and the potential of each person in the organization
1.12 Encourages people in the organization to stand up for and express their beliefs
1.13 Creates a non-fear based environment where all persons in the organization can speak the truth as he or she sees it without concern for retaliation
1.14 Able to empathize with those he or she leads

Checklist 2: Strategic Management

2.1 Flexible when necessary to adapt to changing circumstances
2.2 Sets, with input from others including all stakeholders, the long term direction for the organization
2.3 Understands the competitive environment, social trends, competitors, customers and all stakeholders
2.4 Correctly analyzes the risks of all decisions
2.5 Correctly analyzes the returns of all decisions
2.6 Has the ability to focus without losing breadth in his or her ability to see at the outer edges gathering worthwhile information that others miss or fail to see as significant
2.7 Understands the strengths and weaknesses of the organization; how to exploit the strengths and address the weaknesses successfully
2.8 Can develop and implement strategies to improve the strengths and to combat the weaknesses of the organization
2.9 Can identify appropriate partners, strategic alliances and outside resources to tap into to help further the organization’s goals
2.10 Can articulate the values of the organization and develop strategies consistent with the core values
2.11 Demonstrates a strong commitment to diversity and change, improvement
2.12 Demonstrates a strong commitment to creating and sustaining a learning organization (Learning is the foundation for all sustainable change).

Checklist 3: Personal Characteristics

3.1 Lives with honesty and integrity
3.2 Selects people for his or her team who are honest and have high integrity
3.3 Will, passion and desire to succeed
3.4 Willingness to shoulder the responsibility for success (without being a “thunder taker”) and failure (without casting blame)
3.5 Innovative and open to new ideas
3.6 Not willing to accept the ways things are since they can always be improved; never satisfied completely with the status quo
3.7 Smart, intelligent, emotionally strong
3.8 Confident without being arrogant
3.9 Able negotiator
3.10 Willing to be patient
3.11 Decisive when necessary
3.12 Able to think analytically
3.13 Quick learner
3.14 Respectful to all
3.15 Perceptive and sensitive to the needs of others
3.16 Diligent, disciplined and has strong perseverance capabilities
3.17 Comfortable with ambiguity
3.18 Willing to be original
3.19 Informed risk taker

Checklist 4: Process Management

4.1 Able to manage change
4.2 Promotes innovation
4.3 Able to secure resources
4.4 Able to allocate resources
4.5 Great problem solver
4.6 Able to anticipate crises
4.7 Able to handle crisis when it explodes
4.8 Can create and manage budgets
4.9 Can create and manage timelines, work plans
4.10 Great project management skills
4.11 Can translate long term vision into step by step plan
4.12 Able to measure results
4.13 Knows when a process is not working
4.14 Willing to redesign processes as often as necessary

Learning Objective for the Leadership Course:

The leadership course will deliver the knowledge of leadership theory, leadership styles or brands in use today and the list of leadership behaviors so that the students will be able:

define the terms and vocabulary of leadership
comprehend the meaning of leadership from many theoretical and practical perspectives
apply the knowledge base that has been developed in the field of leadership so that in real situations the student will be able to develop and implement the most appropriate leadership behavior within themselves and within those whose job it is for them to lead.
analyze situations to know what type of leadership will be most effective for the leader, himself or herself, (the student), and teach the student how to others how to analyze situations to allow them to determine what leadership behaviors will be best in given situations.
synthesize all of the knowledge in the course on leadership so that the student develops confidence in his or her ability to lead and instills confidence in others in not only his or her ability to lead but also in their ability to lead after they have been instructed in leadership.
evaluate leadership acts so that the student will know very quickly whether the leader (either him or herself or another leader) is being successful and how to improve the leadership activities of him or herself or others on the spot to promote success of the group or the endeavor.

These are the learning objectives of the leadership module. Resources for the course will be numerous book reviews and writings by Herb Rubenstein and others, plus a list of resources of books, tapes and high quality instructional material selected in collaboration with the Coast Guard.

This course, which will be classroom training, will complement the leadership development activities which the student deploys “in the field” and “on the job.” This course will be both an intellectual and a vocational course and the students will be expected to begin demonstrating leadership behaviors immediately after taking the course in their every day lives, in their professional lives and in their interactions with others.

This course is designed to stimulate the student to become a “learner” in that the course is designed to “lead the student” to become, on their own, a avid student of leadership and to continue independent study, exercises, rigorous self assessment and assessment of other leaders with whom they come into contact and to promote the student’s willingness, eagerness and interest in taking on greater and greater leadership responsibilities than they would have been willing to do had they not taken the course.

Innovative Teaching Methods:

Limited Lecture by the Instructor
Visual diagrams of leadership theories; leadership brands; and leadership checklists;
Role playing of many of the leadership styles and brands outlined above
An exercise with the students challenging them to increase the number of leadership behaviors on the list of 59 “leadership behaviors” to 100 items;
A written assignment identifying all of the leadership behaviors of the person with whom they have worked in their past (still living) who they believe is the “best leader they know.” This assignment will include writing in a letter to that person with an opening paragraph thanking them for openly displaying those leadership behaviors and for being the best example of leadership the student has ever known. The letter will list each of the behaviors demonstrated by that person, and ask that person to continue to serve, via letters and when possible, phone calls and in person meetings, as a leadership coach for the student on a permanent basis.
Homework assignments. Write a short memo on the leadership theory that most appeals to the student and the leadership style that the student feels he or she has most used in the past.
Complete the Leadership Workbook to be developed with Coast Guard input.
Forming groups of 4 or 5 students as “Leadership Groups” who will work together each taking turns of being the leader for the entire semester on community service or military service projects that the group will select. Each group will generate a written report to their advisors on “Leadership in Action: Lessons Learned and Results Achieved.

These methods are innovative. They are rigorous. They are demanding. They are based on the premise that knowledge is the fundamental prerequisite to action learning and learning will be fostered when it produces greater and greater success for the student. This course will be designed so that the student generates a strong will to become a better leader and to demand that others around him or her be better leaders.

The Motivation Course

Course Background Information:

The Path- Goal Theory is the leading leadership theory that directly addresses issues surrounding motivation. The Coast Guard is advised that there is much controversy in the social science literature on the validity and the knowledge base of motivational theory and leadership. Actually, very little literature exists, as shown by typing into Googletm the phrase, “Motivational theory and leadership” and only five hits appear.

However, the Path Goal Theory gives us guidance on the complex issues on this topic and readings on the following conceptual frameworks will be used in the development of this module.

Douglas McGregor’s XY theory
Maslow’s hierarchy of needs
Herzberg’s seminal book, “The Motivation to Work,”
Keller’s ARCS- Attention, Relevance, Confidence, Satisfaction model
Gray’s Motivational Theory (Behavioral Activiation System; Behavioral Inhibition System)
Michael Maccoby, his work on Narcissistic Leadership and his book, Why Work
External, Intrinsic and Expectancy Factors and their affect on motivation
Goleman’s work on EQ

House and Mitchell in their article Path-Goal Theory of Leadership (1974) , Journal of Contemporary Business, 3, 81-97 state that leadership generates motivation when shows that it controls and:

is willing to increase the kinds of payoffs that subordinates want
shows its willingness to create rapport with the subordinates
works to make their jobs easier and more likely to be successful
makes sacrifices on behalf of the subordinates
gives acknowledgement appropriately, and
creates goals and objectives that are intrinsically appealing to the subordinates.

Research on the topic of motivation shows that the following 22 factors are all essential to create the environmental conditions that are supportive of leaders being able to motivate those they lead.

Subordinates understand the goals of the group and its leaders
Subordinates know what is expected of them
Leaders maintain a friendly, yet disciplined relationship with subordinates
Leaders consult with subordinates
Leaders coach and mentor subordinates
Leaders listen actively to subordinates
Leaders keep subordinates accurately informed
Leaders exhibit the same ethics they demand of subordinates
Leaders endeavor to understand the situation the subordinates face
Leaders set realistic, but challenging goals for subordinates individually and for subordinates as a group
Leaders take into account the feelings and emotions of subordinates and understand and try to accommodate their personal needs
Leaders give encouragement to subordinates
Leaders help subordinates become more skilled at solving problems and overcoming obstacles
Leaders tell the truth to subordinates and demand the same from them
Leaders effectively deliver punishment when warranted
Leaders are perceived by subordinates as being fair
Leaders create a vision for subordinates that is both realistic/comprehensible and challenges the imagination of the subordinates
Leaders use humor appropriately
Leaders express appropriate confidence in subordinates
Leaders know the capabilities of their subordinates, demand that they perform at that level, and let subordinates know that the leader is monitor their activities against that standard
Leaders undertake substantial effort to make subordinates leaders in their own rights.
Leaders resign when they fail or when their subordinates are not motivated to success by the leaders actions, thus allowing another leader to take the reigns.

Learning Objectives for the Motivation Course:

The learning objectives for the Motivation course would include:

Imparting the knowledge of the state of the art in motivational leadership so that all students would be aware of the terms and vocabulary related to motivation.
Having the students comprehend how motivation works in the brain and emotions of subordinates from many theoretical and practical perspectives.
Give the students the ability apply the knowledge base that has been developed in the field of motivation so that in real situations the student will be able to develop and implement the most appropriate strategies to motivate subordinates.
Teach the students to analyze situations to know what type of motivational behavior will be most effective in that situation.
Give the students a framework on the theory and state of the knowledge of motivation so that they can synthesize all of the knowledge presented in the course module on motivation so that the student develops confidence in his or her ability to motivate others.
Give the student the critical analytical ability to evaluate efforts to motivate subordinates so that the student will know very quickly whether the leader (either him or herself or another leader) is being successful in the effort to motivate others and to learn through experiential learning (doing) what works and does not work to motivate others.

Innovative Teaching Methods:

Limited Lecture by the Instructor
Quick role playing with students where one student tries to motivate the class with the class evaluating and voting on the success/failure (on a 1 to 10 scale with 1 being total failure) of the motivator. Introduce fear into many simulations and analyze the relationship between fear and motivation.
Chamberlain segment of Civil War movie. Analysis of motivational style and effectiveness.
Have students pick five events in their lives when someone motivated them and analyze the situation in a memo based on course content.
Have students pick five events in their lives when they motivated a group and analyze the situation in a memo based on course content
Role playing by students analyzing the impact of making requests versus demands on the motivation of subordinates.
A written assignment where each student writes an essay on “My Motivational Style is…” 1,000 words.

Biographical Information

Herb Rubenstein is an attorney and the CEO of Herb Rubenstein Consulting, a leadership and management consulting firm. He is co-author of Breakthrough, Inc. – High Growth Strategies for Entrepreneurial Organizations (Prentice Hall/Financial Times, 1999). His email address is herb@herbrubenstein.com and he can be reached at (301) 718-4200 in Bethesda, Maryland or (202) 236-7626 in Washington, D.C.

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